Essentials H.S. English 4A
Course Description:
English IV Credit Recovery covers reading literature, reading informational text, applying language skills, writing (informational, narrative, and argument), researching and presenting strategies, and speaking and listening skills. Students will be exposed to literature on a deeper level, spending more time with one text and writing to that text.
Course Details:
| Course Title (District): |
Essentials H.S. English 4A |
| Course Title (NCES SCED) : |
English/Language Arts IV (12th grade) |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Michigan Merit Curriculum, Common Core State Standards |
| Alignment Document : |
https://docs.google.com/document/d/1TLDQNaZcV2ohskdHjDGGzuskgKqLzbQdirkIISJAO60/edit?usp=sharing |
| Academic Terms : |
Semester, Open Entry / Open Exit, Accelerated |
| NCES SCED Code : 01004 |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
English/Language Arts IV (12th grade) |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
- Consider Shakespeare’s use of language and recognize themes developed in Macbeth
- Analyze characters using details from a text and explain how characters’ actions drive events in a story
- Explain plot in terms of Shakespeare’s tragedy formula and analyze Macbeth through that lens
- Examine word choice to determine setting in a play and explain how Shakespeare’s word choice supports characterization
- improve their writing by using writing techniques for varied sentence structure
- Write a narrative and complete an appropriate edit and revision of the document
- Select a topic to write an informational article, as well as discuss information, findings, and evidence used to support the article
- Gather relevant information for an informational article and determine the validity of a website
- Use formal, domain-specific language and cite sources appropriately in writing
- Use transitions appropriately to link ideas and clarify relationships in writing
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
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Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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| Course Overview and Introduction |
Rating
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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A pacing guide is evident and the amount of time to spend weekly in the course is listed. There is an approximate time for each assignment listed at the beginning of each module. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies |
Rating
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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Provided in the Michigan Virtual Blackboard LMS. |
| Privacy policies are clearly stated. |
Fully Met
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Provided in the Michigan Virtual Blackboard LMS. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
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Via Instructors Only, the content provider includes an eTeacher Guide specific to ENG 4A/4B Credit Recovery that offers a breakdown of content modules: Pace, Materials, Syllabus Assessments, FAQs and more. Particularly resourceful is the Essentials Instructor Guide. |
| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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Students have the ability to rate the lesson as completed and provide an evaluation of the course experience and support in an end-of-course survey. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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Michigan Virtual updates courses on a regular schedule. It is unclear from the course shell how often FLVS updates materials. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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Michigan Virtual updates courses on a regular schedule. It is unclear from the course shell how often FLVS updates materials. |
| Certification |
Rating
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as a technical support ticketing system to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis |
Rating
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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| Course, Unit and Lesson Design |
Rating
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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There is a consistent flow of material presented to students. Assignments match the objectives and a variety of different assessment options to check for understanding are included. Sequencing and scaffolding in evident throughout the course, with precisely stated and positioned for clear understanding of objectives, activities and assignments. |
| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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Instruction and activities are varied, DBAs encourage students to reach out to their instructors for assitance and in preparation for upcoming exams. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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Michigan Virtual Instructors are not allowed to change the course material to accommodate students, but can provided additional resources/feedback for clarfication. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Communication and Interaction |
Rating
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Partially Met
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"There is limited opportunity capable of fostering instructor-student and student-student interaction. Michigan Virtual Instructors provide feedback when necessary on assignments and through messaging. Teachers and students engage in discussion-based assessments throughout the semester to ensure mastery. There are minimal opportunities for student to student interaction within the course." |
| Resources and Materials |
Rating
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Comments |
| Students have access to resources that enrich the course content. |
Partially Met
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Instructor augments the course, offers supplemental material. |
| Evaluation Strategies |
Rating
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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Assessment opportunities are consistent and relevant to instructional outcomes. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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| The grading policy and practices are easy to understand. |
Fully Met
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An overall policy is stated in the syllabus regarding the conversion of final scores, but each instructor should provide their policy/practices within the course or welcome letter. |
| Course Architecture |
Rating
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
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Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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The calendar within the learning management system permits adjustments to the pacing guides, though Michigan Virtual has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
Rating
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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Communicated in the syllabus, the Michigan Virtual website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
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| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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| Data Security |
Rating
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
07/29/2019
Module 1: Forces of Nature
Module 2: Carousel of Progress
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
12/20/2024 |
12/06/2024 |
04/25/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
12/27/2024 |
12/13/2024 |
05/02/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/03/2025 |
12/20/2024 |
05/09/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/24/2025 |
01/10/2025 |
05/30/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
02/07/2025 |
01/24/2025 |
06/13/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
02/14/2025 |
01/31/2025 |
06/20/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/06/2025 |
05/23/2025 |
08/01/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/13/2025 |
05/30/2025 |
08/08/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/20/2025 |
06/06/2025 |
08/15/2025 |
100 |
$250 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements
